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Institutions of all types and sizes leverage Simple Higher Ed technology to enhance their academic processes—explore our latest successes.
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Testimonials
Sharing success stories and best practices
Rutgers University, School of Nursing
Jeannette Manchester, Associate Dean for the Center for Educational Innovation and Quality, and Giuseppina LaTorre, Program Assistant for the Center for Educational Innovation and Quality
The Challenge: Rutgers School of Nursing needed a better way to manage syllabus content across a complex academic environment. As Word-based templates were downloaded, copied, and modified over time, approved language, course outcomes, and student-facing information became increasingly difficult to keep consistent.
Wichita State University Campus of Applied Sciences and Technology
Robert Gibson, Dean of Instructional Design
The Challenge: WSU Tech relied on spreadsheets to manually review 400 to 500 online and hybrid courses just seven days before launch. The process placed heavy strain on the instructional design team and left faculty feeling disconnected from an otherwise important quality effort.
Cowley College
Shelby Huddleston, Director of Distance Learning
The Challenge: Cowley relied on manual spreadsheets to validate course quality at scale, but the process was slow, inconsistent, and fragile. With hundreds of sections to review every term and no ability to grow staff, quality checks became difficult to manage, and small issues often reached students unnoticed.
University of North Dakota
Frank Swiontek, Innovation Officer
The Challenge: The University of North Dakota sought to modernize its syllabus process. However, the vendor chosen through an RFP specialized mainly in catalog and curriculum management, and their platform ultimately fell short in terms of syllabus management. Faculty found the system cumbersome, adoption stalled, and nearly a third of courses remained unsupported. Leadership lacked visibility, students struggled to access information, and frustration mounted across the university.
City College of San Francisco
Dr. Jennifer Kienzle, Associate Dean of Online Learning, and Dr. Sheri Miraglia, Accreditation Steering Committee co-chair
The Challenge: CCSF, a large and diverse institution, struggled with syllabus inconsistency that put accreditation readiness at risk. Syllabi were scattered across Google Drive folders, emails, and even paper binders, with no standard format or central access. This lack of structure made audits difficult and left faculty without clear guidance. Critical elements like student learning outcomes, institutional policies, and support services were often missing, creating real vulnerabilities in meeting accreditation standards.
Southern Arkansas University Tech
Dr. Valerie Wilson, Vice Chancellor for Academics
The Challenge: SAU Tech initially struggled with cumbersome manual syllabus processes. Collecting, storing, and retrieving syllabi strained their small team. Their first adoption of a vended syllabus tool brought improvements but faculty found it complex to navigate and their admin team encountered limitations when managing templates. Lacking intuitive public access and seeking greater efficiency, SAU Tech recognized the need for a more user-friendly syllabus system to reduce administrative workload and better support their campus community.
Salt Lake Community College
Dr. Gavin Harper, Director of SLCC Online, eLearning, and Competency-Based Education
The Challenge: Salt Lake Community College (SLCC) encouraged faculty creativity in syllabus design, but faced challenges with consistency, compliance, and accessibility. Syllabi varied in format, making it difficult for students to compare courses. Manual tracking created administrative burdens when reviewing courses for curriculum consistencies, and outdated information posed risks. SLCC needed a solution to balance faculty creativity with institutional requirements while improving the student experience and streamlining workflows.
Florida International University
The team at Florida international university
The Challenge: FIU needed a way to ensure all syllabi were relevant and up-to-date, and published in a consistent format with the necessary information to meet regulatory requirements. This required a mechanism to easily effectuate real-time changes. FIU had been unable to efficiently track and report on the status of syllabi submissions, making them uncertain if deadlines for publishing documents were met. A way to archive, retain, analyze and report on syllabus content and course data was also required.
Montcalm Community College
Rob Spohr, VP of Academic Affairs
The Challenge: When the Higher Learning Commission placed an increased emphasis on student communication and clear articulation of goals in courses, Montcalm Community College began the search for a better way. Old institutional processes for syllabus creation failed to provide adequate mechanisms to track or analyze success with requirements. Furthermore, institutional resources were limited, and a manual review of every course syllabus for compliance was not feasible.
Palm Beach State College
Robb Erwin, Instructional Technology Coordinator
The Challenge: Palm Beach State College supported syllabus publishing for years through a homegrown platform. However, as functional needs increased, such as integration with the institution’s faculty directory portal, PantherNet, and user support continued, research for an alternative solution gained traction—ultimately resulting in the selection and implementation of Simple Syllabus.
San Juan College
Sandy Gilpin, Associate VP of Learning
The Challenge: Instructors and staff at San Juan College never imagined how time-consuming continual updates to the curriculum could be—manually updating two different but similar documents, a syllabus, and a course guide. Additionally, these crucial documents did not meet accessibility standards—a problem experienced by many institutions as they look to enhance student capabilities. Furthermore, tracking changes and ensuring accurate content was manual and cumbersome.
Nelson University
Dr. Julie McElhany, Director—Office of Faculty Development
The Challenge: After analyzing course evaluations and student data surveys, SAGU found the lack of consistency in syllabi presentation and navigation negatively impacted the student experience
